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Christine Hurley (KPRC 2)<\/p>\nHOUSTON \u2013 Imagine sitting down to help your child with homework only to realize some of the information they are being asked to learn is not correct.<\/p>\n
A map contains misspelled or made-up locations. Characters\u2019 names change within the same story. An illustration shows animals that do not look quite right.<\/p>\n
For parents, it can mean another responsibility at the end of an already busy day: checking whether the material their children receive at school is accurate.<\/p>\n
Houston ISD parent Christine Hurley said she has encountered those problems while reviewing work brought home by her 8- and 10-year-old children. She has also seen examples shared among other district parents, including a sixth-grade social studies map containing locations that were misspelled or did not exist.<\/p>\n
Christine Hurley (KPRC 2)<\/p>\n
Hurley believes some of the material may have been created using artificial intelligence. KPRC 2 has not independently confirmed whether AI was used to create the specific worksheets she showed us.<\/p>\n
\u201cWhere is there any proofreading done on any of this stuff?\u201d Hurley said. \u201cLike within worksheets that have stories, there\u2019ll be inconsistent names. So then how are the kids supposed to answer questions when all of the names are changing within the story of the characters?\u201d<\/p>\n
A fear that children could lose their love of learning<\/p>\n
Hurley said she is not opposed to schools teaching children about artificial intelligence. She recognizes that students will need to understand how to use the technology responsibly as it becomes more common in school, work and everyday life.<\/p>\n
Her concern is what happens when AI-generated material replaces established instructional resources and is given to children without being carefully reviewed.<\/p>\n
She pointed to reading worksheets that she believes contained AI-generated writing. With centuries of published literature and poetry available, Hurley questioned why schools would rely on newly generated material that she described as less engaging.<\/p>\n
\u201cIt\u2019s just very subpar,\u201d Hurley said. \u201cAnd the kids are bored to death. My daughter, she went from loving reading to hating reading because it was so boring. And it was just it was depressing, honestly.\u201d<\/p>\n
Hurley said that change in her daughter is at the heart of her concern.<\/p>\n
\u201cI\u2019m concerned that we\u2019re taking away the joy of learning for an entire generation of kids,\u201d Hurley said. \u201cThey\u2019re just going to see it as another tasks to do. They\u2019re just going to read to find the answers. They\u2019re not going to care about what they\u2019re reading.\u201d<\/p>\n
She also worries that repeatedly encountering errors could make children question whether accuracy matters.<\/p>\n
\u201cIf they\u2019re being taught this by someone like an authority figure and they\u2019re presenting this wrong information, well, why does it matter to be correct?\u201d Hurley said. \u201cWhy do we need to know that the capital of Texas is Austin? Like why would we need to know that? Why would we need to know how to spell it?\u201d<\/p>\n
Hurley said younger students may not yet have the background knowledge or research skills necessary to recognize when something is wrong.<\/p>\n
\u201cIt is very scary because they don\u2019t know what\u2019s true and not true,\u201d Hurley said. \u201cThey don\u2019t know how to question it or use it responsibly.\u201d<\/p>\n
An additional burden for parents<\/p>\n
Hurley said she talks with her children about questionable material and helps them identify mistakes. She is concerned, however, about families who may not have the time or ability to examine every assignment in depth.<\/p>\n
\u201cI do worry about all of the kids and HISD parents who don\u2019t have the time, or the ability to go through all this in depth, because it is a lot of time and it is a lot of work,\u201d Hurley said. \u201cAnd I\u2019m sure we\u2019re missing a lot of things.\u201d<\/p>\n
She described the added responsibility as exhausting.<\/p>\n
\u201cAnd this is like another thing that we now have to worry about, we now have to be concerned about,\u201d Hurley said. \u201cAnd it\u2019s exhausting…I want to know that they\u2019re learning, that their brains aren\u2019t shrinking, that they\u2019re going to be able to do more than just get masters on STAAR.\u201d<\/p>\n
Hurley said parents also want more transparency about what AI programs are being used, how students are using them and how AI-generated classroom materials are reviewed.<\/p>\n
\u201cYes, I think transparency would be a huge help if parents understood specifically what AI was being utilized by the children, how it was being used, how they\u2019re teaching the kids about it,\u201d Hurley said. \u201cI have no idea.\u201d<\/p>\n
She said parents may hesitate to report a problem because they do not want a teacher blamed for material provided by the district.<\/p>\n
\u201cParents who are going to take the steps to contact, understand that you have to weigh: Is this going to come back on the teacher?\u201d Hurley said. \u201cAre they going to get in trouble for this even though it\u2019s not their fault?\u201d<\/p>\n
What HISD\u2019s AI guidebook requires<\/p>\n